How to use this blog.

After each lesson or group of lessons I will write the aims and a brief summary of what the lesson covered on the blog. There will also be links to useful websites and videos to help you revise throughout the year.
Exam questions and ideal exam answers will also be posted and you can answer the questions online.

Tuesday, September 22, 2015

Yr11 - Plate Tectonics Revision



You need to be able to explain the processes that cause earthquakes. This means that you need to be able to explain how and why earthquakes occur.

Earthquakes happen every day in New Zealand. There are around 14,000 earthquakes in and around the country each year. Most are too small to be noticed, but between 150 and 200 are big enough to be felt.

Image result for earths structure

The earthquakes are caused by the movement of the earths crust which is broken into sections called plates. These plates float on the liquid rock of the Mantle. The plates are moved by convection currents in the mantle, which circulate round forcing them to move towards and away from each other. They move at a very slow rate, normally just a few centimeters each year. About the same rate as finger nails grow.

Earthquakes are most common in areas where two plates meet. These areas are called plate boundaries. New Zealand lies on the plate boundary between the Pacific Plate and the Australian Plate.

When two plates are forced together, or past one another, they sometimes get stuck and stress energy builds as they try to keep moving. When they finally move this energy is released and an earthquake occurs. The energy is released in the form of seismic waves which travel through the earths surface. Earthquakes normally take place at faults which are existing cracks or fissures in the earths crust.

The strength of the earthquake depends on the size of the movement and the depth of the movement. The deeper beneath the earths surface that the actual movement occurs (the focus = point at which the earthquake or movement actually occurred) the less it will be felt at the surface (the epicenter = point on the earths surface directly above the focus). The shallow earthquakes, ones where the movement is nearer the surface, are they ones that tend to cause the severe damage.






Tuesday, September 1, 2015

Level 3 - Triangular graphs

Some advice and guidance on how to use and interpret these graphs.

These types of graphs are great for comparing three components (things/factors) influence or strength.

Each component needs to be in a percentage. (out of 100)

Each axis is divided into 100 and lines are draw across  from one side to the other to carry the values of each component.

The position of the dot on the graph indicates which component (thing/factor) has the greatest influence or strength.



The graph above shows the employment structure in various different countries. (The percentage of people who work in Agriculture, Services and Industry).

In Myanmar the majority of the population work in Agriculture and less that 10 % work in Services and Industry.

In Malaysia 50% of the population work in Services, 23% in Industry, and the rest in Agriculture.





Wednesday, July 22, 2015

Yr11 - Assessment practice on Extreme Natural Events



The question below is an extract from a past paper on Extreme Natural Events.

Answer the question in the comment section below this post. The person who writes the best answer will win a small prize!



  

Thursday, July 9, 2015

Year 12 & 13 - Graphing advice

Some more useful videos on constructing graphs.

Line Graphs


Bar Graphs


Scatter Graphs


How to draw a sketch map and annotate photos.






Wednesday, June 17, 2015

Yr12 - Writing your research plan

The PowerPoint below has some guidance on how to write your research plan. This does not have to be written up in the table provided in your assessment. You can write it up yourself in a Google Doc.

Make sure you describe;

  • You aim (what it is you are trying to find out!).
  • What information you will collect.
  • Why you want to collect it (how it will help you answer the aim).
  • How you will collect it.
  • Why you will collect it in this way.

Sunday, June 14, 2015

Yr13 - Research guidance


Some useful information describing how to plan your research.



Think carefully about your methodology - how will you find the answer to the questions you have asked?